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The outlooks for P 4 C Curriculum in Czech Primary Schools. A Teacher-Training Perspective NAACI 2006: Democracy and Ethics in Philosophical dialogue Québec, 27-29 June 2006. Population : approx. 10, 000 ,000 growth only thanks to immigration Inflation rate: approx. 2 %

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the outlooks for p 4 c curriculum in czech primary schools

The outlooks for P4C Curriculum in Czech Primary Schools

A Teacher-Training Perspective

NAACI 2006: Democracy and Ethics in Philosophical dialogue Québec, 27-29 June 2006

basic facts about the c zech r ep
Population: approx. 10,000,000 growth only thanks to immigration

Inflation rate: approx. 2 %

Unemployment: approx. 9 %

GDP per capita: approx. USD 17,400 (45% of U.S. purchasing power parity)

GDP growth: 6 %

Basic schools (primary+lower secondary, age 6-15)

Total: 3,870

Pupils per school: 247

Pupils per class: 21

Pupils per teacher: 15

Basic facts about the Czech Rep.
brief history of primary education in c zech lands
Brief history of primary education in “Czech lands“
  • 1774:compulsory school attendance (CSA) 6-12
  • 1866: both German and Czech languages declared equal
  • 1868: the influence of the Church limited to RE
  • 1869: CSA 6-14
  • 1918: foundation of the Czechoslovak Republic
  • 1920: Minor School Act, looking for ways of „new schooling“
  • 1946: School Act on Unified Education, CSA 6-15
  • 1960: more school unification
  • 1989: velvet revolution (the fall of communist regime)
  • 1993: foundation of the Czech Republic
  • 1995: more teaching plans approved (incl. alternative pedagogies)
  • 2001:The White Book (National Program of Education Development)
  • 2004: New School Act – Legislative foundations of the education reform
  • 2007: 1 Sept. = deadline for new SEPs to be implemented
education system of the cr i
Education system of the CR – I.

http://www.nvf.cz/publikace/pdf_publikace/euroguidance/eng/leaflet.pdf

Primary schools according to their teaching program:

Source: Czech Institute for Information on Education

the outcomes pisa 2003

Problem-solving

Mathematics

Reading

Science

The outcomes... (PISA 2003)

source: OECD

but the attitudes pisa 2003 source oecd

Index of attitudes towards school

Index of students' sense of belonging at school

But... the attitudes... (PISA 2003)source: OECD

Results based on students' self-reports

the education reform i
The education reform – I.

What should we change in our schools? ...Why?

According to: The Research Institute of Education in Prague

  • attitudes towards pupils‘ needs and capabilities
  • the ways of motivating pupils
  • discrepancy between schools and the outside world
  • teaching efficiency based on the development of the pupils‘ individual dispositions in the natural group of pupils
  • selection of appropriate teaching methods and ways of classroom management
  • selection of curriculum; its relevance to practical needs
  • healthy social environment
  • evaluation of pupils
  • relationship with pupils as partners and active participants in the education process
the education reform ii
The education reform – II.

How? (Education reform = Curricular reform)

  • Shift from acquiring knowledge to developing key competences:
    • learning competences
    • problem-solving competences
    • communicative competences
  • More time spent at school:
    • grades 1 to 5 in total: 118 hours per week instead of 114
    • grades 6 to 9 in total: 122 hours per week instead of 115
  • Framework Educational Programs instead of pre-defined Teaching Programs
  • Areas and fields of study instead of individual subjects
  • Thematic links, cross-cutting themes
  • More flexible time allocation:
    • grades 1 to 5: 7 „free“ teaching periods instead of 0
    • grades 6 to 9: 12 „free“ teaching periods instead of 6
  • social competences
  • civic competences
  • work competences
the education reform iii
The education reform – III.

The present situation...

Approved teaching programs

State

level

other...

School

level

Schools chose one of the teaching programs...

the education reform iv
The education reform – IV.

The future... (from 1 September 2007)

The National Educational Program

State

level

Framework Educational Programs

FEP P-S

FEP PS

FEP SS

FEPx

School Educational Programs

School

level

SEP1

SEP2

SEP3

SEP4

SEPx

the education reform vi
The education reform – VI.

The mission...

According to: The Research Institute of Education in Prague

  • The curricular reform gives schools the chance to solve their educational situation in a creative way; it is up to school whether they will take it or miss it.
  • FEP PE and SEPs are important documents representing the program fundamentals; yet, they are not the main purpose of the curricular reform: the purpose lies in introducing changes in schools – changes in relationships with pupils, relationships among teachers, motivation, methods of work, ways of evaluating pupils and schools, etc.
who is going to carry out the reform

Source: OECD

Who is going to carry out the reform?
  • The „statistical in-service teacher“:
    • a lady in her forties (teaching experience > 20 years)
    • feeling rather underpaid...
  • Only approx. 1/3 of FE graduates end up teaching…
p4c in czech schools
P4C in Czech Schools?

How to motivate teachers to take up P4C courses AND start doing / do philosophy with their children?

the curricular reform p 4 c i
The Curricular Reform & P4C – I.
  • The same aims
  • “Cross-cutting themes“ within the P4C curriculum
  • Community of Inquiry pedagogy = connection between the curriculum and the aims

 P4C should not be considered an „alternative pedagogy“: it may be presented as a „mainstream approach“ helping achieve the declared aims

the curricular reform p 4 c ii
The Curricular Reform & P4C – II.

A sample teaching plan(time allocation allowing P4C practice as well as extended teaching of foreign languages)

the curricular reform p 4 c iii incorporating p4c curriculum into specific areas of study isced1 2
The Curricular Reform & P4C – III.Incorporating P4C curriculum into specific areas of study (ISCED1+2)
the curricular reform p 4 c iv
The Curricular Reform & P4C – IV.
  • P4C & the Cross-cutting Themes
a few practical considerations
A few practical considerations...
  • How to evaluate the outcomes?
  • Who should carry out the reform/innovations?
    • In-service teachers:
      • motivation?
      • background in philosophy? („communist graduates“)
    • Student teachers:
      • efficiency?
  • Should in-service teachers pay for taking courses in P4C or should they be paid for it?
  • The deadline for School Educational Plans: 1 September 2007 (will the schools be willing to re-design SEPs ?)
thank you for your attention
Thank you for your attention...

PaedDr. Petr Bauman

Dept. of Education

Faculty of Theology

University of South Bohemia

Kněžská 8

370 01 České Budějovice

CZECH REPUBLIC

e-mail: bauman@tf.jcu.cz

phone: +420 387 773 527

: +420 775 619 337

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